Education

The Urban Institute conducts interdisciplinary studies that explore critical intersections between schools, families, communities, and the workplace. Drawing upon expertise and perspectives from across our research centers, the Education Policy Cluster coordinates studies focused on family and neighborhood factors that influence school performance and educational success, the potential of alternative school improvement and reform initiatives, the effectiveness of both K–12 and post-secondary systems in preparing young people for careers, strategies for helping at-risk youth stay and succeed in school, and school financing mechanisms.

In addition, the Urban Institute has conducted research on issues that have been central to education policy, including school and teacher assessment, and evaluation of specific reforms.

Publications on Education

This report reviews the need for subsidized child care in Massachusetts. Gaps between need and supply were identified by comparing estimates of children needing care to licensing and subsidy data. Additional information was collected through interviews with experts across the state. The report's findings include gaps for infant and toddler care, children in two of six sub-state regions, and families working nontraditional hours. It also highlighted challenges geographically matching needs and supply and the link between the child care subsidy system and the broader child care market.

The second annual implementation report for the Accelerating Opportunity (AO) initiative in four states finds that:

colleges aligned pathways and supports with local needs

students were satisfied with AO

AO instructors grew more adept at team teaching

colleges struggled to recruit adult education students

states and colleges sought new financial support and developed partnerships

colleges served more students with fewer resources

states changed policies to support and sustain AO

AO provides grants to help community colleges create career pathway programs to enroll students with low basic skills into for-credit career and technical education courses to improve educational and employment outcomes.

This report presents findings from a survey of students enrolled in Accelerating Opportunity (AO) career pathways in spring 2014. AO provides grants to help community colleges create career pathway programs to enroll students with low basic skills into for-credit career and technical education courses to improve educational and employment outcomes. Survey respondents tended to be non-traditional students; nearly two-thirds were 25 or older and more than half had dependent children. Student reported higher levels of education than initially targeted by the program, with nearly 90 percent reporting at least a secondary school credential. Generally, students expressed high satisfaction with AO.

Policymakers have long been concerned about the poor outcomes experienced by youth in foster care transitioning to adulthood. Experimental evaluations of independent living programs conducted under the John H Chafee Independence Act found the programs studied showed limited evidence of effectiveness; however, the evaluation made important observations about independent living programs overall and provided guidance for ongoing efforts to improve services for transition-age youth in foster care. This brief presents a conceptual framework, typology, and central conclusions from current planning efforts to develop an agenda for future evaluation activities.

This issue brief is one of three that focus on programs providing services to youth transitioning out of foster care in three common service domains: education, employment, and financial literacy and asset building. This brief highlights why education services are important to youth currently or formerly in foster care, what we know about the current types of programs and services offered in this service area, and the effectiveness of these services. Drawing on a review of existing research and convenings conducted with researchers, program managers, and federal staff, this brief address remaining research gaps and how the available evidence should inform future planning for evaluation activities.